1st semester: yellow

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse comprehensive
4.1 Using knowledge individual development. individual cognitive, learning needs and information on students.
of students’ social, emotional, and cultural backgrounds.
academic readiness, physical development to
language proficiency, meet their individual
cultural background, needs.
and individual
development to plan
instruction. Examines potential Planning addresses bias,
Becomes aware of sources of bias and stereotyping, and Engages students in the
potential areas of bias stereotyping when assumptions about analysis of bias,
Is aware of impact of bias and seeks to learn about planning lessons. Uses stereotyping, and
cultures an members of
on learning. culturally responsive culturally responsive assumptions.
cultures.
pedagogy. pedagogy in planning.
 Individual development
and cultural background
due tend to shape certain
activities and the way I
plan a lesson. I plan on
trying to figure out ways
for the students to relate
the topic being discussed,
and the quicker that
relation can happen the
better. For environmental
science one thing that
worked wonders in terms
of water pollution was
having the kids find out
which beach is actually
safe to go to here in
southern California with
student interest
automatically sky
rocketing for this topic. I
had tried this initially
with the water situation
in India but this was
closer to home.

(9/29/19)

Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
on content standards and students in single lessons goals for content that are content standards with term and long-term
4.2 Establishing and
available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
articulating goals for
and differentiated to interests, and learning students. Assists students
student learning
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
Learning objective is
writing on the board
everyday for every single
class along with the
standards which we are
covering. Students are
told what they will be
expected to know by the
end of the lesson during
the beginning, as well as
them copying those
objectives from the
powerpoint so they can
have them in their
notebook. Standard is not
all taught in one lesson,
instead each standard is
broken down into more a
manageable goals. The
NGSS website actually
breaks down the
standard which has
helped me drastically in
terms of planning.
(9/29/19)
 Uses available curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- long-term curriculum term plans to reflect knowledge of curriculum,
term plans. plans for subject matter integrations of content standards, and
4.3 Developing and concepts and essential curriculum guidelines, assess learning needs to
sequencing long- related academic frameworks, and design cohesive and
term and short-term language and formats assessed instructional comprehensive long- and
instructional plans to Begins to plan curriculum
that support student needs to ensure student short-term instructional
support student units that include a series
learning. learning. plans that ensure high
learning of connected lessons and
levels of learning.
are linked to long-term
planning to support
student learning.
A curriculum map for the
year is developed before
the start of the school
year. The daily learning
goals do address short
and long term plans but
the reason I chose
emerging for this part is
because I'm still working
on developing a
consistent series of
lessons that are linked to
the long term. By that I
mean to state that I do
plan with a series of
lessons being linked, but
on the consistent basis. I
am struggling with the
time I spend on planing
due to the multiple preps,
which does not allow me
enough time I feel to zero
in on a particular subject
to have a more long-term
planning for the different
lessons. (9/29/19)
 Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
4.4 Planning students’ diverse appropriate support and needs and styles to
instruction that language, and learning challenges for students. advance learning for all.
incorporates needs and styles.
appropriate
strategies to meet Integrates results from a Facilitates opportunities
Seeks to learn about
the learning needs of Is aware of student Uses assessments of broad range of for students to reflect on
students’ diverse
all students content, learning, and students’ learning and assessments into their learning and the
learning and language
language needs through needs beyond basic data. language needs to inform planning to meet impact of instructional
data provided by the site planning differentiated students’ diverse strategies to meet their
and district. instruction. learning and language learning and language
needs. needs.
 Strategies used in my
class are fill in notes for a
few of my students whom
have a learning disability
and wouldn't be able to
write any notes in an
appropriate amount of
time. Review sheets are
given but not
consistently, which are
meant to review
previously learned
material. This helps try to
activate that prior
knowledge when it is
required to
understanding the
current objective. I have
had mixed results with it
but it has saved sometime
on a few occasions. Other
strategies for my ELs is
simplify tougher words
for them by elaborating
on the definition and
trying to provide them
with an example they can
relate to so they won't
forget. (9/29/19)

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
4.5 Adapting uses materials from materials in single adaptations to adjustments to a wide range of
instructional plans curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
and curricular lessons to address plans. Uses culturally uses a variety of based on in depth
materials to meet the students’ learning needs. responsive pedagogy and materials as the analysis of individual
assessed learning additional materials to instructional needs arises student needs.
needs of all students. support students’ diverse to support student
learning needs. learning.
Engages with students to
 identify types of
adjustments in
instruction that best meet
their learning goals.

Student work is analyzed

and is taken into
consideration for future
planning. I am working
on creating different
types of assessments to
assess students because I
feel certain students do
not work well with
certain assessments
which misinforms me in
terms of planning. During
both formal and informal
assessments I do observe
whether or not there is a
group of students that
may not understand the
material. When this
happens I am careful on
how I react because I do
not want to discourage
the students. That is
when I start breaking
down the material step by
step. If still no
improvement in
comprehension I try
show visual (most times
ready due to anticipated
problem) since a lot of
students do happen to be
visual learners.
(9/29/19)